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Schools And Societies

reviewed by P. Rudy Mattai & Jacqueline M. Williams - January 12, 2007

coverTitle: Schools And Societies
Author(s): Steven G. Brint
Publisher: Stanford University Press, Stanford, CA
ISBN: 0804750734 , Pages: 356, Year: 2006
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Discourses on schools and societies have customarily been situated within the contexts of sociological theories, and more particularly, social transmission theories (structural functionalism and conflict theory) and social transformation theories (interpretive theory and critical social theory). However, Brint, in his second edition of Schools and Societies, boldly declares that “[t]his book is based on a new approach to understanding schools as social institutions [and] moves away from the now rather tired debates between functionalists and conflict theorists over whether schools serve the whole of society or primarily the interests of elites” (p. vii). The basis for his contention is that while one may truly contend that the earliest manifestations of schooling were aimed at satisfying the articulated needs of what he refers to euphemistically as state elites, the maturation of schooling serves “…purposes that were legitimated, at least, in societal terms” (p. viii). He goes on to point out that,... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: January 12, 2007
https://www.tcrecord.org ID Number: 12926, Date Accessed: 4/16/2021 3:37:55 AM

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About the Author
  • P. Mattai
    SUNY College at Buffalo
    E-mail Author
    P. RUDY MATTAI is Professor, Educational Foundations, SUNY-College at Buffalo, Buffalo, New York and is currently President (2006-2009) of the Global Federation of the Associations for Teacher Education (GloFATE) and immediate Past President (2006-2007) of the Association for Teacher Educators (USA). He is the editor of the Child Studies Journal. His research areas are race and ethnic issues in education, community and schooling, and urban education and has published widely in both areas. He has received numerous awards and consults nationally and internationally on diversity issues and program development and evaluation.
  • Jacqueline Williams
    SUNY College at Buffalo
    E-mail Author
    JACQUELINE M. WILLIAMS, Ed.S. is currently completing an Ed.D. in Curriculum and Instruction with an emphasis on the Gifted and Talented. She has been an instructor in Exceptional Education in public schools in New York and Florida and has taught in both traditional and nontraditional classrooms. She is actively engaged in school board administration and pursues research activities in the area of the gifted and talented. She has received numerous academic awards including the Certificate of Excellence Award and a Minority Fellowship Award, SUNY-College at Buffalo, Buffalo, New York.
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